How to cite:

Ichwan Triantono, Joko Waluyo, Iis Nur Aisyah. (2022). The

Development of Learning Model of Problem Confirmation with

Elaborative and Collaborative Sharing (PCECS) Associated With Mind

Mapping Approach. Journal Eduvest. Vol 2(3): 484-489

E-ISSN:

2775-3727

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Eduvest – Journal of Universal Studies

Volume 2 Number 3, March, 2022

p- ISSN 2775-3735- e-ISSN 2775-3727

THE DEVELOPMENT OF LEARNING MODEL OF

PROBLEM CONFIRMATION WITH ELABORATIVE AND

COLLABORATIVE SHARING (PCECS) ASSOCIATED

WITH MIND MAPPING APPROACH

Ichwan Triantono, Joko Waluyo, Iis Nur Aisyah

University of Jember, Indonesia

Email: [email protected], [email protected]

[email protected]

ARTICLE INFO ABSTRACT

Received:

Ferbuary,

2022

Revised:

March, 15

2022

Approved:

March, 16

2022

The objective of this research was to develop a learning model

of problem confirmation with elaborative and collaborative

sharing associated with mind mapping approach [PCECS] to

foster the students’ critical thinking skills in science learning at

secondary high school. This research used the research and

development approach by using validation instrument of need

assessment via google form. 10 teachers of 9 schools in Jember

Regency were taken as the respondents. The validation results

referred to what the teachers Idea, in which critical thinking

skills and prior knowledge were 55,6% intertwined. On the

other hand, 90% of teachers agreed upon the underdeveloped

students’ critical thinking skills. It was found in the validation

results that there need a development on learning model to

maximize the prior knowledge as one of the factors to foster

critical thinking skills and learning achievement.

KEYWORDS

Critical thinking skill, Prior knowledge, Mind Mapping

This work is licensed under a Creative Commons Attribution-

ShareAlike 4.0 International

INTRODUCTION

Science aims at conceiving the natural phenomenon in a pile of systematic

theories and generally, its implementation limits over one phenomenon developed

through a scientific method like observation and experiment (Wang & Song, 2021).

Ichwan Triantono, Joko Waluyo, Iis Nur Aisyah

The Development of Learning Model of Problem Confirmation with Elaborative and

Collaborative Sharing (PCECS) Associated With Mind Mapping Approach 485

Science learning at secondary school requires the students to find out about nature and

how it relates to the existing facts. Science learning bones to oneself and surrounding

nature as well as its implementation in wrapping up the problems faced in daily lives. The

process of science learning changes according to the paradigms of society.

The paradigm of 21

century quite swiftly changes/develops. There are tons of

learning innovations taught by teachers and educators to develop the 21

learning

process. This learning was suited to the needs of human resources to the problems found

in society. Thus, various competencies needed by the students to face the globalization

era was known as 21

Century Skills and its educational concept was 21

Century

Learning. The skills involved critical thinking, problem solving, creativity, innovation,

communication, and collaboration (Chai & Kong, 2017).

The 21

Century Skills applied in Indonesia Educational System have been

reflected in the Revised 2013 Curriculum. The skills applied in science learning are

complex in which all materials/subjects are based on the scientific thinking that

encourage students to think critically and be creative to create a product.

Creative thinking skill is defined as the skill to make the right decision upon the

facts through analysis, evaluation, and synthesis. It helps the students solve the problems

independently on their thoughts. Constructivism learning theory is used to hone the

critical thinking skills as the individual’s cognitive level affects the process of problem

solving implying that one’s experience level influences the learning process at school (El

Soufi & See, 2019).

Student-centered learning has already been conducted at schools implementing

2013 curriculum or the revised one. However, some are still into teacher-centered to

adapt to their condition; there is no maximum effort to undergo both concepts as the

students find it difficult to grasp the basic concepts and are likely to be lack of reasoning

ability on science, and the skills to communicate and collaborate among students are low

especially on teacher-centered learning (Yulizawati, Lisa, & Oktofa, 2021).

The 21

Century 10 skills should be possessed by the students according to the

identifications done by US-based Apollo Education Group; among those 10, the

foremost-possessed skill is critical thinking skill since it is able to increase one’s

understanding to analyze and evaluate information in solving problems (Mutakinati,

Anwari, & Kumano, 2018). One of many factors developed to increase the critical

thinking skill is through the students’ prior knowledge. This prior experience or

knowledge of individuals shapes them to achieve new knowledge or solve the similar or

newly-encountered problems (Zambrano, Kirschner, Sweller, & Kirschner, 2019).

Prior knowledge is one of the students' characteristics form. Background and

experiences variety causes different prior knowledge (Glogger-Frey, Deutscher, & Renkl,

2018). Those with high prior knowledge can learn better than their average and low-

ability peers. Prior knowledge obtained by the students before learning affects the

learning process significantly. If the prior knowledge is good, the teacher and students

will be easier to interact with each other positively, which will ease the learning. Prior

knowledge in the learning process can ease the students to understand the concept. If the

students can understand the concept better, it will trigger their activeness and critical

thinking ability (Yatmi, Wahyudi, & Ayub, 2019).

Someone's prior knowledge is influenced by the environmental condition, starting

from school and society. One of the school environment factors that influence prior

knowledge is the quality of the school environment itself, such as located far from the

city center, especially in remote areas such as mountains, plantations, and coastal areas. It

tends to have quality and facilities that are different from schools around the city center.

School conditions close to learning information sources such as plantations and local

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486 http://eduvest.greenvest.co.id

potentials in the area can be one of the triggering factors for developing individual prior

knowledge (Dong, Jong, & King, 2020). Besides, society's environment can be another

factor that influences someone's prior knowledge. The environment where an individual

grows up is the environment that provides initial information to the individual to develop

and adapt himself in that environment. Prior knowledge of the environment becomes a

trigger that teachers can use as a catalyst in the learning process, especially in the science

learning model (Dong et al., 2020).

A learning model that can be one of the innovations used to improve problem-

solving, communication, collaboration, self-evaluation, and critical thinking abilities with

high creativity is Problem-based learning. In Problem-based learning, the problem is

raised from the real world and used to motivate students to learn. There is an information

exchange process among students during the problem-solving process to get a solution

and finally answer the problem. The teacher plays the role of a facilitator. The weakness

of this learning model is that when the students do not understand the material, it will be

difficult for them to solve problems about the topic being taught so that they will have

difficulty in understanding the concepts during the learning process, which ultimately

does not work as expected (Anazifa & Djukri, 2017).

One way to overcome the aforementioned weakness is to use a method that can

develop students' abilities in understanding the concept formation process in learning by

using the Mind Mapping learning method, which is one of the learning methods that can

develop students' creativity, activeness, memorization, knowledge, and independence in

achieving learning objectives (Sulastri, 2019). Based on this background, developing

learning based on students' prior knowledge is still lacking, mainly due to the lack of

learning innovation that can give students more freedom to express their prior knowledge

based on problems in their daily lives.

RESEARCH METHOD

The approach used here was research and development (RnD) containing a series

of processes to develop a new product or improve an existing product that can be

accounted for (Sugiyono, 2019). The product developed in this research was a Problem

Confirmation learning model with Mind Mapping-Based Elaborative and Collaborative

Sharing to develop prior knowledge that improves critical thinking in Science learning at

junior high school. The needs assessment data collection was conducted in the odd

semester of 2020/2021 by using a questionnaire distributed through Google Form for

junior high school biology teachers. The needs assessment data were used to know the

issues and needs in the school. The result of the needs assessment was used to develop the

learning model referred to in Science learning at junior high school.

RESULT AND DISCUSSION

Based on the results of test validation of needs assessment that has been

distributed to 10 teachers from 9 schools in Jember, it can be seen that the curriculum

used in schools at the moment is Curriculum 13. The learning model used by the majority

of teachers was lecturing method. Some of them used the constructivist, discovery, PBL

and STAD cooperative models. From the results of the need assessment also found that

44.4% of teachers disagreed about the need for prior knowledge in the learning process.

Ichwan Triantono, Joko Waluyo, Iis Nur Aisyah

The Development of Learning Model of Problem Confirmation with Elaborative and

Collaborative Sharing (PCECS) Associated With Mind Mapping Approach 487

While 55.6% of teachers agreed about the importance of the influence of prior

knowledge on critical thinking skills. The results of the distributed assessment showed

that most of the teachers did not pay attention to the importance of prior knowledge

where some answered that prior knowledge can help students understand the subject

matter.

From the results of the overall need assessment, it was found that 9 out of 10

teachers agreed on the need to develop learning models that could increase the use of

students' prior knowledge. Most teachers thought that prior knowledge can improve

students' critical thinking skills and some thought that the techniques and creativity of

teachers in teaching are the most influential.

The PCECS learning model has its own characteristics that distinguish it from

other learning models (Rumiyati, Indrawati, Sutarto, & Wicaksono, 2017). The PCECS

learning model has characteristics in the maximum use of students' prior knowledge in

the learning process. Prior knowledge can be an asset for an individual to achieve new

knowledge or solve problems they encounter and problems related to their experiences

(Nur, 2000). Individuals who have good prior knowledge will get good experience in the

future. It is because prior knowledge can play an important role in the thinking process of

an individual. The more experience have by an individual, the easier for the individual to

solve problems based on the experience they have (Pamungkas, Setiani, & Pujiastuti,

2017).

Students' prior knowledge can be a catalyst that helps students in critical thinking

process. The ability to think critically is the ability to consider the right decisions based

on facts through analysis and evaluation. Although it can be a strong catalyst, prior

knowledge-centered learning must be planned carefully because this learning will be time

consuming compared to conventional learning (Mutakinati et al., 2018). With the

development of a model that focuses more on prior knowledge as a basis in the learning

process, later on, students' creative and cognitive thinking can be more honed and can

become a meaningful learning.

CONCLUSION

Nowadays, the model used by teachers has developed quite a lot. It can be seen

from various different learning models ranging from STAD, PBL, constructivist, and

Agree

Disagree

Eduvest – Journal of Universal Studies

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488 http://eduvest.greenvest.co.id

even discoveries. From all these models, the results of the assessment also showed that

the teachers did not maximize the potential of the maximum use of prior knowledge in the

learning process. Prior knowledge can actually be a strong catalyst for students because it

is the basis of a mind concept that students have so that they can process information and

the results can spur them to think more critically which makes learning meaningful. The

learning process that focuses on the use of students' prior knowledge can take more time

than the usual learning process due to the possibility of students being less motivated in

learning, and to overcome this depends on the creativity of a teacher in learning.

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